Theory of Knowledge

1. What is Theory of Knowledge?

Theory of Knowledge (TOK) is a critical look at how we generate knowledge. Students spend much of their IB years gaining knowledge in a variety of subjects and disciplines and TOK encourages them to reflect on how different disciplines generate knowledge differently. For example, a claim about the way that World War 2 concluded in 1945 is established very differently from the way we determine that 2 + 3 = 5. The characteristics of the various disciplines and the consequences of the ways in which knowledge is created within these disciplines form the focus of TOK.

TOK is not a course in Philosophy; it is an investigation of the different types of knowledge (called Areas of Knowledge) and the role(s) we play in generating knowledge. What do we know, how do we know it, how do we know that we know it and what does knowledge mean to us?

Critical reflection is central to TOK and the IB Diploma.

2. What will be the approach to learning?

Clearly, discussion, debate and disagreement is fundamental to a course of this nature. There is, in a sense, nothing to ‘learn’ in TOK; students will not be required to master the views of philosophers on the various issues under discussion nor any other body of content, although they will be expected to be familiar with some standard issues that arise in generating knowledge in the various disciplines. The students must rather work their way through to their own understanding of the strengths and limitations of various aspects of how knowledge is generated. The course will be taught through seminar-style groups, in which students will be encouraged to address and debate fundamental issues through a range of tasks. Students will be expected to prepare for these discussions by engaging with material provided for that purpose, which may involve a textbook.

In addition to the seminar discussions, there may be some general presentations.

3. What will be the subject content?

At the heart of TOK are questions. Its core content is questions like: What counts as knowledge? How does it grow? What are the limitations of knowledge? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge?

Students will be encouraged to explore such questions by focusing on “Knowledge Questions” . These can be broadly characterized as:

 How do we create knowledge claims?  How do we justify knowledge claims?  How do we use knowledge claims?

To help students explore these questions, the TOK course is organised around three themes and five areas of knowledge. The themes are

 Knowledge and the Knower: Students reflect on what shapes their perspective as a knower.  Knowledge and Technology: How does Technology help or hinder our pursuit of knowledge?  Knowledge and Language: What role does Language play in the generation of knowledge? 58

The Areas of Knowledge are Natural Science, Human Science, History, The Arts and Mathematics. These Areas of Knowledge investigate the scope, perspectives, methodology, and where appropriate, the ethics of the generation and use of knowledge in these subjects in their IB Diploma. In this way, the areas and themes together give the student a framework within which to carry out their investigations.

The capacity for analytical and critical thinking are the core skills in the TOK course. Through the course, students would be able to

 critically analyse knowledge claims;  generate questions, explanations and hypotheses in response to knowledge questions;  demonstrate understanding of different perspectives on knowledge questions;  make connections between different approaches to knowledge questions;  give a personal and self-aware response to a knowledge question;  formulate and communicate ideas clearly.

4. What will be the nature of assessment?

Throughout the duration of the course, students will be asked to perform a variety of tasks to assess their understanding of thecore ideasof theTOK course. More specifically, students will be assigned essays and create an exhibition of a small number objects that connect to a given prompt (on a ToK theme) and provide a commentary on each object. Various formative assessments will be an important part of the delivery of the curriculum.

For the final IB assessment, students will beasked to demonstrate their learning through a written essay (max. 1600 words) chosen from a list of s i x prescribed titles, and create an exhibition consisting of a commentary on 3 objects of their choosing in a way that demonstrates h o w T o K-i s s u e s m a n i f e s t i n t h e i r w o r l d .

5. The role of Theory of Knowledge in the IB Diploma

It should bepointed outthat,whilstTOK will betaught andassessed as a discrete component of the IB Diploma, itis intended that itsspirit should infuse the whole Diploma course. In each subject discipline, teachers will encourage students to identify and discuss relevant TOK considerations when and as appropriate.